This paper introduces the Analysis Framework of Face Interaction (AFFI) which is developed based on a new face dimension termed Face Confirmation − Face Confrontation at two levels: Individual level within the group and Collective level between groups. This proposed framework of face analysis reveals a dearth of research on face confrontation as essential communication strategies. It also points out how the mainstream research on facework has been limited on the collective level of analysis. The authors argue that using AFFI will help researchers reduce cultural over-generalisation; enable them to involve more specific cultural, contextual and situational characteristics of each face case to analyse face negotiation from a more holistic perspective.
The present study aims to investigate if – and if so, how – the intercultural training programme ‘Preparation for Foreign Learning Experience’ (PREFLEX) has a positive effect on the development of the intercultural competence of students at THUAS in international groups (i.e. school for International Business and Management Studies, IBMS) and students in intercultural groups (i.e. school for Commercial Economy, CE). In addition, the study aims to advance the design of the programme further. Accordingly, the study addresses the following central research question: In what way do the intercultural classroom and the international classroom contribute to the development of intercultural competences in first-year students at THUAS, and to what extent does preparation and guidance, by means of the PREFLEX training module, effectively enhance this development?
This thesis reports on an interpretative case study about student teachers’ and new teachers’ personal interpretations in their teaching practice, during and after an international teaching internship. The main aim of this study was to describe how an international teaching internship interrupts existing, familiar ways of thinking or acting. The findings are an interpretation of how this interruption influences student teachers’ and new teachers’ “personal interpretative frameworks” (Kelchtermans, 2009) during their teacher training programmes and transition from student to teacher. This framework reflects the basis on which a beginning teacher grounds their personal decisions or judgements for action and answers the questions: ‘how can I effectively deal with this particular situation? and ‘why would I work that way?’ (Vanassche & Kelchtermans, 2014, p. 118).
